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Semester 5 PMNM Exam 9 > School Based Services > Flashcards

School Based Services Flashcards

1
Q

Important laws in special education - PL 94-142

A

Education for all handicapped children act (EAHCA)
Free appropriate public education in the least restrictive environment
1975

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2
Q

Important laws in special education - PL 99-457

A

Mandated special education services from birth to 3

1986

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3
Q

Important laws in special education - Reauthorization of EAHCA in 1990, 97, 2004

A

Individuals with disabilities education act (IDEA)

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4
Q

Important laws in special education - Bills introduced in congress

A

IDEA full funding act and keep our PACT (promise to american children and teachers) act

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5
Q

Individuals with Disabilities Education Act (IDEA) - Part B
Age
Who oversees it

A

3 to 21 years
Overseen by Dept. of Education
Individualized Education Program (IEP)

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6
Q

Individuals with Disabilities Education Act (IDEA) - Part C
Age
Who oversees it

A

Infant and toddler, birth to 3
State Interagency Partnership - Dept of Ed is lead in the partnership
Individualized Family Service Plan (IFSP) - takes family needs into account along with those of the individual

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7
Q

Individuals with Disabilities Education Act (IDEA) - Part B - Federal Disability Categories

A

Iowa non categorical
(categorical would categorize based on their specific disability)
Eligible individual (EI)
(just determine if they are eligible)

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8
Q

Individuals with Disabilities Education Act (IDEA) - Part B - Environment

A

Least restrictive environment

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9
Q

Individuals with Disabilities Education Act (IDEA) - Part C - IA definition

A 
Developmental delay (25% delay in one area or 32 wks gestation or earlier) 
Diagnosis with anticipated delay (down syndrome)
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10
Q

Individuals with Disabilities Education Act (IDEA) - Part C - Environment

A

Natural environments - so you are never stimulating something

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11
Q

IDEA and physical therapy - IDEA requires what

A

That a child is assessed in all areas related to the suspected disability, including health, vision, hearing, social and emotional status, general intelligence, academic performance, communication, and motor abilities which includes the consideration of the need for a PT eval and services
PT falls into that motor category required by the IDEA

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12
Q

Definition of PT under IDEA part C

A

PT includes services to address the promotion of sensorimotor function through enhancement of musculoskeletal status, neurobehavioral organization, perceptual and motor development, cardiopulmonary status and effective environmental adaptation

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13
Q

Definition of PT under IDEA part B

A

Defines PT as services provided by a qualified physical therapist

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14
Q

Roles and Responsibilities of the PT - primary goal of the PT in public education

A

To enable children with disabilities to benefit from educational instruction in the least restrictive environment
Looking at what they need to be successful in their educational program

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15
Q

Other Roles and Resp. of the PT

A 
Conduct assessments
Collaborate with team
Plan and implement IEP/IFSP
Document and monitor progress of goals
Interpret medical info - act as liaison wit medical community
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16
Q

Iowa IDEA Part C - Early ACCESS - Iowa Birth mandate state

A

So AEA PT provides both Part B and C mandated services

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17
Q

Iowa IDEA Part C - Early ACCESS - voluntary program

A

It is a free voluntary program - so don’t have to take all of the services if don’t want to
Medicaid is billed with parent permission

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18
Q

IFSP Components

A 
Service coordinator 
Family info
Child status
Child and family outcomes 
Frequency, intensity, location and method of delivery
Services based on peer reviewed research
Natural environment
19
Q

Past vs. Current practice - what centered model

A

Was professionally centered

Now is family centered

20
Q

Past vs. Current practice - Focus on

A

Was impairment

Now is activity and participation/function in the natural environment

21
Q

What is important to provide the family with - information on what services

A

Waiver services - doesn’t matter what the family income is - it is based of child’s needs
Best to apply early because takes yrs to get into the program

22
Q

IFSP review is done how often

A

At least every 6 months

23
Q

IFSP goals are reviewed how often

A

every 6 months

24
Q

IEP goals are looked at how often

25
What happens when IFSP or IEP goals are met ahead of time
Call a meeting and discuss future steps and new goals
26
Gross Motor Function Classification System - levels
1 - walks without limitations 2 - walks with limitations 3 - walks using hand held mobility device 4 - self mobility with limitations - may use powered mobility 5 - transported in manual wc
27
How does a child learn to walk
Practice, practice, practice | Thousands of steps and dozens of falls per day
28
How many steps do our children with disabilities take in a day
46 football fields a day! | No comparison with a healthy young child
29
Part B - who decides who receives services
IEP team for the child decides | Parents, Gen ed teacher, Special ed teacher, principal, support staff (PT)
30
Part B - Determining model of Service
Least restrictive environment Types of skills to be learns and method of intervention anticipated Level of expertise required Need for others to carry out student program
31
Part B - Frequency of service - IEP considerations for amount of PT service - IA guidelines
Potential benefit of PT intervention Existence of critical period Amount of motor program that others can do Amount of training others need to carry out program Amount motor problem plus environment interferes with educational program
32
Part B - Location of service
Presumed that the general ed environment is the first choice with supplemental aids as needed Greatest interaction with children without disabilities The law supports the least restrictive environment
33
Part B - discontinuing services - project criteria for discontinuing services at the beginning of service delivery
The team will review the need for PT in 6 months (IFSP) or 1 yr (IEP) The team will consider discontinuing PT when the the goal has been met
34
Is PT needed to meet this goal - what is the question we should be asking
Therapists can always find areas to work on, so instead they should ask whether their expertise is needed to reach a specific outcome
35
Entrance criteria from Iowa guidelines
Previous attempts to alleviate problem have not been successful Problem interferes with ability to benefit from educational program Goal is within scope of PT IPE goal can't be met without PT
36
After determining that child is eligible, what next
PT and rest of IEP team decide on Model of service Frequency Location
37
Models of PT service - Direct
Therapist works for student individually May occur in isolated setting Other personnel do not have the expertise to carry out the program Used primarily when acquiring a new skill (prosthesis training example)
38
Models of PT service - Integrated
Combines direct therapist student contact with collaborative consultation with others involved in the students program Goal achievement is shared Interventions include activities typically occurring in the student's daily routine Most common Ex - wc mobility skills
39
Models of PT service - Consultative
Therapist participates in collaborative coordination with teacher, other staff, parents, and student Child is multiply disabled and needs to learn switch training for cause and effect PT expertise not required for the student specific intervention Ex - ambulation with a pacer for exercise
40
IEP goals - need to be
``` Observable and alterable Discipline free Measurable Baseline performance Environmentally referenced Comparison standard ```
41
Exit criteria should relate to
Entrance criteria Problems if a delay on the peabody was your rationale to initiate PT and the child has a life span disability (you would never stop PT) So you can't base exit on delay from the disability - you have to think about the reason for your therapy - It really has to be about functional and normal routine activity for them
42
Who decides when PT should be discontinued
IEP team decides When the goals have been met When PT is no longer the appropriate service to meet the individual goals When no new IEP goals require expertise of PT
43
Discontinuing PT - Iowa Guidelines
Need to meet 1 of the following: Potential for further change with PT is unlikely When PT is contraindicated When problem is no longer educationally relevant When other goals are higher priority

Semester 5 PMNM Exam 9 (6 decks)

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